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The new Cypriot music curriculum: teachers’ interpretation and implementation of differentiation

Published online by Cambridge University Press:  19 April 2023

Chryso Hadjikou Open the ORCID record for Chryso Hadjikou [Opens in a new window]  and
Andrea Creech Open the ORCID record for Andrea Creech [Opens in a new window]
Chryso Hadjikou*
Affiliation:
University of Nicosia, 46 Makedonitissas Avenue, CY-2417 P.O. Box 24005, CY-1700, Nicosia, Cyprus
Andrea Creech
Affiliation:
Schulich School of Music, McGill University, 678 rue de Courcelle, Montreal, Quebec, H4C 3C5 Canada
*
*Corresponding author. Emails: hadjikou.c@unic.ac.cy; hadjikouchryso@hotmail.com
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Abstract

Differentiation is a key concept in the Cypriot music curriculum, last revised in 2010. This paper aims to investigate teachers’ interpretation and implementation of differentiation in their music classrooms. Interviews with Cypriot classroom music teachers and focus groups with their students took place within the context of a larger research project that investigated how elements of the Cypriot music curriculum were interpreted and applied by teachers and how this pedagogy in turn influenced students’ motivation. Interviews were carried out with eight music teachers. Differentiation, as understood and implemented by these Cypriot music teachers, differed in fundamental ways to differentiation as conceptualised in academic literature concerned with this concept. These findings may serve as a point of reflection for future professional development in Cyprus relating to differentiation and its implementation.

Keywords

Differentiationsecondary schoolmusic educationmusic curriculum
Type
Article
Information
British Journal of Music Education , Volume 40 , Issue 3 , November 2023 , pp. 338 - 349
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Copyright
© The Author(s), 2023. Published by Cambridge University Press

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